Proton pump inhibitors (PPIs) are antiacid secretory agents that are first-line therapy for gastroesophageal reflux disease, peptic ulcer disease, and a wide range of other gastrointestinal disorders. 1 Proton pump inhibitors are among the most commonly dispensed drug classes in the United States; omeprazole alone was dispensed more than 70 million times in 2016, 2 and 1 in 10 of all
Objectives The objective of this study was to use a decision-analytic model to examine the potential economic impact of establishing a remunerated programme for pharmacists prescribing for minor ailments (PPMA) in Ontario, Canada. Methods A novel decision tool was developed to assess the economic impact of pharmacists prescribing for upper respiratory tract infections (URTIs), contact dermatitis (CD) and conjunctivitis by performing a cost-minimization analysis from a public payer perspective. Two prescribing strategies were compared: (1) PPMA, where patients may seek care from pharmacists or physicians, and (2) the usual care model (UCM), where all patients receive care from physicians. Two remuneration models for the PPMA strategy were also compared: (1) a prescription-detached scenario (PDS), where pharmacists were remunerated CAD$18.00 for each consultation, and (2) a Prescription-Attached Scenario (PAS), where pharmacists were only remunerated if a decision to prescribe was made. Key findings At a service uptake rate of 38% for the PDS, the PPMA model led to savings of $7.51, $4.08 and $5.15 per patient for URTIs, CD and conjunctivitis, respectively. Per 30 000 patients, the PPMA model for these minor ailments was projected to lead to cumulative reductions in visits to the emergency department, family physician and walk-in clinics by 799, 3677 and 5090, respectively. Conclusions The results of the study strongly suggest that enabling community pharmacists to assess and prescribe for minor ailments could potentially lead to large savings for the government in Ontario, Canada. In 100% of the PAS scenarios simulated, pharmacists as prescribers led to cost savings.
Background: Self-care instruction in pharmacy curricula is essential given the impact pharmacists have in caring for patients in the community and their evolving role in this area. The primary objective of this study was to strengthen our current understanding of self-care education across undergraduate Canadian pharmacy programs. Methods: A national curriculum survey and follow-up phone interview was conducted in 2019 to assess the quantity and quality of self-care instruction across Canadian pharmacy schools. Representatives were selected based on theirparticipation in the Association of Faculties of Pharmacy of Canada Self-Care Therapeutics and Minor Ailments special interest group. Results: Responses were received from all 10 pharmacy schools in Canada. Self-care education varies across Canadian pharmacy curricula, reflecting differences in scopes of practice across provinces, topics of interest and availability of space within curricula by the various faculties. Specifically, there was considerable variability in the number of hours devoted to self-care education, course content and methods for integration and teaching. Conclusions: Results of this study may help inform and evolve self-care curricula across the country. We argue that strategies for enhancing current programs may include establishing a minimum number of core hours and topics, expanding natural health product content and curricular content oversight by a lead faculty member. Can Pharm J (Ott) 2021;154:xx-xx.
A multi-cohort instructor-blinded research study was completed at the School of Pharmacy, University of Waterloo, to test the impact on study learning endpoints when an online flipped classroom teaching style was implemented during the COVID-19 pandemic. The learning endpoints were gain in factual knowledge and gain in self-confidence in clinical skills (assessing a patient, developing a care plan for a minor ailment, and implementing the care plan by counselling patients on the condition). Gain in factual knowledge was assessed with an instructor-blinded multiple-choice test administered before and after the course. Gain in self-confidence in clinical skills was assessed with a survey asking students to report their self-confidence in completing 10 clinical tasks on a 5-item Likert scale. Students being taught in an online flipped classroom cohort during the COVID-19 pandemic trended toward having a higher gain in self-confidence throughout the course but a lower gain in factual knowledge when compared with a traditional classroom cohort in the previous year.
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